153

Research article

DEVELOPMENT AND EVALUATION OF GRADE 7

AND GRADE 8 BIOKIT

Eden V. Evangelista
Thaddeus Owen. D. Ayuste, Rosario M. Belmi, Benilda R. Butron, Leah Amor
S. Cortez, Luisito T. Evangelista, E. V. M. Fernandez, Genelita S. Garcia,
Brian M. Limson, and Josephine E. Tondo

ABSTRACT

The study aimed to develop a manipulative learning material for

Grades 7 and 8 science aligned to the enhanced K to 12
Curriculum. Using the project design method to create a prototype
of a learning material called “Biokit,” the study ran in three phases --
Phase I conceptualized the module for selected science topics of
grades 7 and 8; Phase 2: designed the learning materials stated in
the module; Phase 3: pilot tested and evaluated the “Biokit” by
students and teachers. After the pilot test, the Biokit was assessed
as to the materials used, language and style, format and design,
content and usability. The results were presented as frequency,
mean and rank to show a positive review in the parameters
enumerated though results were highly acceptable, parameters
with the lowest scores were recommended for improvement. With
the results presented, the Biokit may be a good resource to ensure a
student-centered, hand-on learning classroom for better attitude
towards sciences as well as higher academic achievement.

Keywords: education, nutrition, school management

INTRODUCTION

Today's teachers are challenged by difficult task of educating

young learners to meet the demands of an increasingly global and
modern world. The Philippines is one of the many countries
preparing its citizens to address the critical problems in the

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

154

economy, society and even that of the environmental. As reported

by the Department of Education (DepEd), the 2005-2010 National
achievement tests show that many students who finished basic
education do not possess sufficient mastery of basic competencies.
This apprehension led the Philippine government to implement the
K- 12 program. The program which was recently approved and
mandated is a move to make the Filipino graduates globally
competitive. It will open more windows of opportunity to the Filipinos
who will be more equipped to meet the work standards.

In line with these changes, researchers, educators, and educational

policy makers show increasing concern on the need for greater
emphasis on student-centered science instructions, in response to
the increasing issues on students' performance. As reported by Cruz
(2005), science teaching has become more flexible, responsive,
and dynamic to meet the changing times and to take into account
the influences of the contemporary psychologists. As such, there
has been a change in emphasis for science teaching. The hows of
teaching science is not only limited to Discovery and Process
approaches. Other methods, such as the use of material sources or
instructional aids supplement the major methods where children
learn both content and processes of science (Cruz, 2005).
Furthermore, Oladejo et.al (2011) claimed that the place of
instructional materials in the effective implementation of any
education program cannot be undermined. Instructional materials
perform such functions as the extension of the range of experience
available to learners, supplement and complement the teacher’s
verbal explanations thereby making learning experience richer and
providing the teacher with interest into a wide variety of learning
activities.

A manipulative teaching material is defined as any object from the

real world that children can move around, play with or even build
model of, to show a scientific concept. They are concrete, hands-
on models that appeal to all the senses and can be touched by
students. These manipulative teaching materials should relate to a
student’s real world (Oladejo et al., 2011). Low-cost manipulative
materials produced through inventiveness are not an attempt to
provide a weak science education, but purchase highly creative
and productive system of education that can readily use available

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 155

materials which can replace unaffordable teaching materials. This

provides opportunities for creativity and critical thinking abilities.
Science concepts are learned and internalized by concrete and
unspectacular work than proceeding with chalk and teacher talk.

The absence or the insufficient supplies of manipulative materials

undoubtedly may affect student's academic achievement in
science subjects, specifically on the new K-12 curriculum. This
present situation led to the development of learning materials
emphasizing topics on life sciences for grades 7 and 8. In order to
support the aforementioned claims on the positive effects of
manipulative materials in the learning of the students the following
objectives of this research were formulated:

1. develop a microlab kit for biology (BIOKIT) based on the K

to 12 curriculum for Science Grades 7 and 8;

2. pilot test the BIOKIT to the ITL Grade 8 class and Grade 9
special science class of Las Piñas National High School;

3. establish the usability and acceptability of the BIOKIT tool

CONCEPTUAL FRAMEWORK

Over the years, many educators and experts in the field have
argued that science cannot be meaningful to students without
worthwhile practical experiences in the school laboratory (Hofstein
& Namaan, 2007). According to Kelly et. al., (2000) as mentioned in
the works of Bhukuvhani (2010), there is need for engaging learners
in physical actions and social negotiations in the learning of science
and written materials.

The ultimate goal of using manipulative materials as a visual aid is to

help the students grasp abstract concepts and the written symbols
that are used to represent these concepts (Uttal et al, 1997). The
result on the studies done by Boomer and Latham (2011) in using
manipulative materials in teaching difficult biology concepts
showed that students significantly performed better. The findings
support the idea that students learn even the identified difficult

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

156

concepts more thoroughly by using multiple sensory materials. Thus

it gives stronger claim on the importance of providing new,
balanced and interesting hands-on manipulative materials which
will aid students’ learning. Reexamining the Cognitive Constructivist
Theory of Piaget it states that learners construct knowledge through
experiencing concrete materials in the world in which it supports the
aforementioned aim of the positive use of manipulative materials in
learning scientific concepts. Researches done on the use of
manipulative materials in learning concepts claim that it
significantly showed improvement on the performance of the
students (Uttal and Sudder, 1997; Boomer and Latham, 2011; 80
Oladejo et al, 2011).

In the K to 12 basic education curricula, emphasis was given to the

needs of the learner included in the 21 st century skills such as
learning and innovation skills and effective communication skills.
Learning, therefore, must go beyond the usual passing on of
knowledge but rather must address creativity and curiosity as well
as critical thinking skills and risk taking in learners. These skills will
equip students not only in learning in the classroom set-up but also
in facing the real world with real-life circumstances. Furthermore,
collaboration, interpersonal skills and interactive communication
developed allow expression of oneself and better understanding of
the community.

Since the guiding principle of the new curriculum is to have a

learner-centered system stating that it’s primary goal is to have
holistic learning for students, teachers must be trained to create a
learner-centered classroom where learning is enjoyed by self-
exploration by the learner’s own pace and unique style. Therefore,
all possible learning tools must be provided to these learners for
them to choose which will better suit their needs and interests.
Manipulative teaching tool being concrete may be included for
hands-on and exploratory learning.

Constructivist
Learning and
innovation skills
The Normal Lights, 8(2)

Inquiry-based Hands-on
Learning Learner
using “Biokit”
 157

Figure 1. Research Paradigm

This study hopes to benefit pupils of Grades 7 and 8 by providing an

effective manipulative instructional tool from which they can learn
and better understand various concepts in science. Likewise, the
produced BIOKIT aims to aid in teacher instruction and create
better classroom interaction between and among teachers and
students. Finally, it is the goal of this research to contribute to the
improvement of instruction in the Philippine education by promoting
hands-on learning in the classroom using manipulative learning
materials.

REVIEW OF RELATED LITERATURE AND STUDIES

The review will presents facts, figures, discussions, documents, local

and foreign researches and studies that will support the current
study on the development of learning tools in selected topics in
grades 7 and 8 science of biology. This is primarily to support the
impact of such tool in teaching and understanding biology.

Overview of the Development of Philippine Curriculum

The Philippines has been colonized by a number of countries that

have influenced the development of education in the country from
an informal type to a more formal and centralized type. The
transformation of the Philippine education happens slowly through
time. The changes started with the Spanish colonizers followed by
the American colonizers. Unfortunately, despite these development
and changes in the Philippine curriculum, education in the country

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

158

is still struggling, its performance consistently found poorly as a

whole. For one, the 2013 Quacquarelli Symonds (QS) World
University Rankings has listed top universities of the Philippines like
University of the Philippines, Ateneo de Manila University, University
of Santo Tomas and De La Salle University at 380th, 501st -550th,
above 701 and above 601, respectively (Pazzibugan, Dona Z.
(September, 2013). “Top PH universities slip in
ranking.”www.globalnation.com Retrieved 4 October 2014 from
http://globalnation.inquirer.net/85325/top-ph-universities-slip-in-
world-rankings/). The result reflects the countries learners and
learning system as a whole.

International education surveys have affected the implementation

of the K+12 curriculum in the Philippine Education System. The
structure is to have a compulsory kindergarten and additional two
years of education at the secondary level which will offer subjects
either for vocational skills development or for pursuance of a
college/university diploma. This curriculum also adjusted the
number of years of basic education so that it will be comparable to
other countries. Equally, it will give other learners training in
vocational skills so that employment is still possible even without a
college or university diploma.

The Enhanced K to 12 Basic Education Program

As early as 1990s, educators and researchers have already studied

and pointed out the discrepancies of the educational system of the
Philippines compared to the ASEAN member countries. This is
proven by the relatively poor performance of primary and
secondary students in science and mathematics compared to
other countries. The country’s rank in the 2003 and 2008 Trends in
International Mathematics and Science Study (TIMSS) has proven
the existence of the problem.

Table 1 shows among the participant countries in 2003 TIMMS,

grade four science and mathematics ranked 23 rd out of 25
participating countries while high school science and mathematics
were at 43rd out of 46 countries, and 34 th out of 38 countries,
respectively. In 2008, when only the science high schools
participated in the Advance Mathematics category, the country
ranked last.

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Table 1. Philippine Average Trends in International Mathematics and Science

Study (TIMSS) Scores
Scores International Rank Participating
Average Countries
2003 Results

Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HSII
Science 377 473 43 46
Mathematics 378 466 34 38
2008 Results
Advanced Mathematics 355 500 10 10
Source: TIMMS, 2003 and 2008

The primary goal of the enhanced K to 12 Basic Education Program

according to DepEd is to create a functional basic education
system that will produce productive and responsible citizens
equipped with the essential competencies and skills for both life-
long learning and employment (www.ceap.org.ph). To achieve
these, the education agency supported the program giving
students quality education that is internationally recognized and
comparable, and correcting the wrong understanding of what high
school education should achieve. The curriculum is designed in a
spiral progression wherein subjects will be connected continuously
from one grade level to the next in increasing complexity to
achieve maximum understanding of concepts, as integrated with
each other across subjects. In this structure, science subjects would
be learned from Grades 3 to 10 in a spiral fashion. Biology in
Grade 7 includes topics on cells, levels of organization, reproduction
and ecological relationships, while Grade 8 biology centers on the
introduction to the digestive system, the cell cycle and
biogeochemical cycles. Other topics distributed for Grades 9 and
10 (DepEd Curriculum, 2011).

Student’s Learning Styles

The spiral fashion of presenting knowledge to the students in an

increasing degree of complexity is dependent on students’ learning
styles. According to Keefe (1991) as cited by Gonzales (2011),
learning style refers to the cognitive, affective and psychological
behaviors that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment. It
is an interaction of the three stated aspects that lie in learners and

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

160

must be deduced by teachers to be tapped for effective instruction

as the topics become more and more complicated. Unfortunately,
according to Grasha (cited by Gonzales, 2011) some students may
have more than one style of learning, and that their dominant
qualities are the ones often seen in the classroom. Therefore, a
balance in the teaching and learning styles may not be in
complete equilibrium from one topic to another, since some
students may have other styles with other topics. The learners then
are the ones responsible for restructuring their thoughts and new
ideas. Therefore, it is important for educators to form instruction
while considering different learning styles of students.

Over the years, many educators and experts in the field have
argued that science cannot be meaningful to students without
worthwhile practical experiences in the school laboratory (Hofstein
& Namaan, 2007). According to Kelly et. al., (2000) as mentioned in
the works of Bhukuvhani (2010), there is need for engaging learners
in physical actions and social negotiations in the learning of science
and written materials.

The ultimate goal of using manipulative materials as a visual aid is to

help the students grasp abstract concepts and the written symbols
that are used to represent these concepts (Uttal et al, 1997). The
result on the studies done by Boomer and Latham (2011) in using
manipulative materials in teaching difficult biology concepts
showed that students significantly performed better. The findings
support the idea that students learn even the identified difficult
concepts more thoroughly by using multiple sensory materials. Thus
it gives stronger claim on the importance of providing new,
balanced and interesting hands-on manipulative materials which
will aid students’ learning. Reexamining the Cognitive Constructivist
Theory of Piaget it states that learners construct knowledge through
experiencing concrete materials in the world in which it supports the
aforementioned aim of the positive use of manipulative materials in
learning scientific concepts. Researches done on the use of
manipulative materials in learning concepts claim that it
significantly showed improvement on the performance of the
students (Uttal and Sudder, 1997; Boomer and Latham, 2011; 80
Oladejo et al, 2011).

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 161

Teaching Science

Despite the use of different learning styles, the National Education

Association (NEA) survey made in the year 2000 found out that
more instructional time is devoted to lecture than any other
sciences. According to Woods (2002) across all biology lessons only
26% of instructional time is spent doing hands-on or laboratory
activities, which are usually short-term exercises that do not mirror
scientific investigations. Thus NEA recommends the following
regarding biology instruction: the primary purpose of the course
should not be about memorization but the acquisition of knowledge
and intellectual growth from careful observation of nature; biology
should precede chemistry and physics; physiology should be taught
during the later part of the high school years; students should make
careful sketches and drawings of observed specimens; the
usefulness of the laboratory component should be emphasized; the
laboratory component should comprise at least 60% of the class
time; and laboratory activities should integrate the use of
technology to provide a stepping stone to the increasing scientific
technological demands of schooling. In education, it is very
important to identify the learning styles of students to be able to
instruct effectively usually by designing teaching according to
specific styles that best suit the learners.

The paper of Flores (2008), as cited in the study of Rinaldi and

Gurung (2009), found that students with varied learning styles clearly
preferred activities that matched their learning styles. The study also
stated that it is not necessary to modify teaching styles, but a need
to design activities to increase educational outcomes and student
satisfaction. Smith, Richards, Shields, Hayes-Klosteridis, Robinson and
Yuan (2004) stated that the expression “hands-on, minds-on,”
summarizes the philosophy incorporated in biology activities –
namely, that students will learn best, if they are actively engaged in
the making process and if their activities are closely linked to
understanding important biological concepts. This would entail
student’s active participation in manipulating concrete objects,
and creativeness just like in constructing models that can present
abstract concepts and principles (Liwanag, 2009).

Daly and Bryan (2006) discussed models as instructional tools and

stated that the use of models is indispensable for a teacher in
visualizing concepts as they represent ideas. Furthermore, models
according to Daly and Bryan (2006) may represent ideas, objects,
events, processes, or systems. This representation creates a vehicle
through which the object, event, or idea can be conceptualized
and understood (Corpuz and Salandanan, 2003). Gilbert (2005)

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

162

enumerated and discussed different types of models as assimilated

by learners starting with the mental model in which a person
visualizes an object in his mind. This is followed by the expressed
model which explains when a person tries to explain or present a
mental model in another form. Consensus and historical models are
expressed models which have gained acceptance within the
scientific community. Finally, the teaching model is the one
specifically used to teach a difficult consensus or historical model to
learners, represented in different ways when used.

Presently, models have been utilized by many teachers in instruction

because of their appeal to students in different grade levels and
consequently positive effects in their learning. To formalize, Stone,
McAdams, Stroble, and Watkins (2007) emphasized the importance
of models as a virtual-analysis-based education by stating that
physical models enhance active learning experiences; are
assessment tools for spatial and physical concepts; may alleviate
learning disabilities; and finally, may help alleviate gender
disadvantage due to differences in spatial reasoning and cognition.
Some examples of instructional models would be interactive
boards, card games, field works which can further attain the
objective of effective learning through an activity-based instruction
or the use of manipulative learning materials. In support of the
claims favoring hands-on learning, Yang’s study (2010) held that
college students who reportedly were not interested in science felt
so because science involved lectures and book works, worksheets,
tests and memorization of facts. In the same study, it was
mentioned that students had higher interest in science when they
were able to experience it, as opposed to being told about it,
which is usually the case.

METHODOLOGY

1. develop a microlab kit for biology (BIOKIT) based on the K to

12 curriculum for Science Grades 7 and 8;
2. pilot test the BIOKIT to the ITLGrade 8 class and Grade 9
special science class of Las Pinas National High School;
3. establish the usability and acceptability of the BIOKIT tool

This study employed the project design method done by creating a

prototype model of a material under consideration. There are three
basic stages involved in the study. Stage 1 is the development of
the BIOKIT for Grades 7 and 8. Stage 2 covers the pilot testing of the

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BIOKIT made, and stage 3 the establishment of the usability and

acceptability of the BIOKIT tool.
For Stage 1, the instructional material developed is a
biology kit consisting of models, cards, interactive boards and
others. The project creation started with the conception of module
type written activities in selected topics of Science Grade 7 namely
sexual and asexual reproduction, ecological relationships, animal
and plant cells, and levels of organization and Science Grade 8
namely digestive system, mitosis and meiosis, Mendelian genetics,
biodiversity and nutrient cycling. The conceptualized activities were
then concretized by designing pieces of instructional materials to
be manipulated by students and expected to bring about better
learning outputs. This first part of the material development was
accomplished by the Biology professors of Philippine Normal
University (PNU). The second part involved the actual creation of
the designed/conceptualized materials which were mostly made of
resin materials (for the cell and reproduction pieces); laminated
pictures and cards (for the ecology, biodiversity, level of
organization and reproduction pieces); magnetic boards,
chromosomes and concept pieces (cell division, Punnett square
and nutrient cycling activities) and styrofoam and rubber tubing
(digestion). This process was done through the combined efforts of
externally hired artists and the professors themselves. All the
created materials were then packed in a specially designed BIOKIT
wooden box together with a manual guide for teachers and
activity sheets for students. Seven sets of the prototype were
reproduced (for each grade level) ready for pilot testing.

Stage 2 was accomplished by having Grade 8 pupils of the Institute

for Teaching and Learning of Philippine Normal University use the
BIOKIT 7. There were 26 out of 35 pupil participants in Grade 8
Magiting class handled by one professor. These learners already
had their Grade 7 biology last year. BIOKIT for Grade 8 was in turn
tried by 35 out of 35 Grade 9 pupils coming from Pascal section of
Las Piñas National High School who have finished Grade 8 Biology in
the previous year. The current Science Grade 7 and 8 Teachers
were allowed to facilitate the use of the BIOKIT with the help of the
manual guide incorporated in the kit. After which, both the
teachers and the students were requested to answer the
researcher-made survey questionnaire.

Evangelista, E., et. al. (2014). Development and evaluation of Grade 7 …

164

Stage 3 confirms the usability and acceptability of the kit as an

instructional material. The only instrument used to ascertain these
parameters are the two survey questionnaires for the end users, one
for the pupils and another for the teacher. The acceptability level
was measured using a 4-point Likert Scale gauging the degree of
agreement of the respondents on the indicators presented in the
questionnaire. Data were then tallied, tabulated and analyzed. The
reliability, inter-rater, inter-class correlation for the pilot testing and
evaluation phase were also considered.

RESULTS AND DISCUSSION

The group was able to produce 4 activity materials for each BIOKIT
Grade 7 and Grade 8. Figure 1 presents a sample photo of the
developed materials.

Figure 1. Sample BIOKIT developed materials

For both Grades 7 and 8, the materials made were a combination

of resin-made tools, laminated cards, pop-up boxes, magnetic
boards and styropor-based pieces. Each material was designed
with consideration of play of colors to make it look attractive, handy
and easy to manipulate. Initially the wooden box with all its
contents was quite heavy, but the sliding compartments that allow
pulling out the necessary activity at one point solved the issue.

Before the actual use of the Biokit, the manual guides were first
subjected to an expert evaluation. Four experts were requested to
accomplish the evaluation form. The group comprised of Public

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School Master Teacher, Private School Assistant Principal, Doctor of

Education and a Doctor in Biotechnology. Table 2 summarizes the
evaluation result.

Table 2. Expert Evaluators’ Rating of the Biokit Manual Guide

With 4.0 as the highest rating, it was revealed that all of the 3 criteria
got a verbal rating of Strongly Agree with Format and Design given
the most favored rating of 3.9. Per evaluator, individual average
rating ranged from 3.2 to 4.0. Statistical analysis using Kappa
coefficient showed high degree of agreement of the experts as to
the acceptability of the “Biokit” manual guide, format and design,
language and style and content. Kappa coefficient value is at
0.9868. After considering the minor revisions given by the experts,
the manuals were modified accordingly and then reprinted. The
final copy is included in the Biokit box.

Having used the Biokit as their instructional tools, the teacher-users

evaluated them accordingly. The teacher-evaluators were public
school science teachers, master teacher and secondary school
head teacher.

Table 3 shows the overall rating.

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166

Table 3. Teacher Evaluators’ Rating of the Biokit Instructional Tool

It can be noted from table 3 that Format and Materials gained the
highest score of 3.9. Usability registered third in rank and Language
the least. Nevertheless, all categories gained a qualitative
interpretation of strongly agree. Individual average rating ranged
from 3.0 to 4.0. Statistical analysis using Kappa coefficient showed
high degree of agreement of the teachers as to the acceptability
of the “Biokit” as an instructional tool as to format, language,
usability and materials. Kappa coefficient value is at 0.9688.
Looking into the indicators under the Format category, teachers
view the Biokit as an instructional tool that satisfies the necessary
criteria for proper presentation of a lesson that can lead to student
understanding of the concept a lot easier for the teacher to
facilitate and for the students to follow. With three indicators given
a perfect score, this criterion only leaves item 3 and item 5 under
considerations for improvement: presentation of objectives and
overview of the activities, and uniformity of sections in every activity.

For the category of used materials, verbal interviews have noted

the lack of strength of magnets to hold the pieces in place,
especially when they are held upright for presentation. This was
considered for improvement by the researchers.

In the category of usability, teacher evaluators were positive in all

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parameters presented. However, there is a need for very minor

revisions for clarity and accuracy of diagrams and illustrations,
provision and appropriateness of tables and user-friendliness of
activity sheets.

Finally, in the language category, consistency in language got the

least rating, as explained by the fact that the manual is written by
more than one writer, thus is subject to variation. Nevertheless,
revision of this section is considered.

On the part of the students, Usability ranked first for Grade 7 and
second only for Grade 8. On the other hand, both groups agreed
that packaging has the least rate though the average weighted
mean still shows acceptability. Table 4 summarizes the findings.

Table 4. Studen Evaluators’ Rating of the Biokit Instructional Tool

Considering the indicators under usability, the students find the kit
and the manual user-friendly and easy to manipulate. However,
verbal comments (as reflected in Appendix D) generally state that
there are pieces missing and broken or malfunctioning in two of the
seven boxes. The overall review of the Biokit showed many
comments on the positive attitude and increased comprehension
of students in selected biology topics. The manual itself was easy to
understand and follow, as mentioned by the students. Packaging
wise, they said that the materials are very attractive, looks

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168

expensive and non-toxic. The slight imperfections like disarranged

magnet boards, broken pieces of materials and difficulty in pulling
out drawers from the heavy boxes prevented the students from
giving a perfect 4.0 rating.

In general, Grade 8 Biokit was given a better rating than Grade 7

Biokit, particularly in the Language criteria. This may be attributed
to a prior review on the Grade 7 Biokit which gave the researcher
information on how to write the second Biokit better. The Grade 8
Biokit was noted to have more damaged materials compared to
the Grade 7 Biokit that appeared more durable because of their
size and number.

CONCLUSIONS

Based on the data gathered and the verbal reviews given by the
students, this project study, therefore, concludes the following:

1. Development of BIOKIT activity tool is a possible, feasible and

rewarding project that is highly appreciated and valued.
2. Pilot -testing the tool to the Grades 7 and 8 students gave an
observable confirmation of how the BIOKIT can be an
effective, enjoyable teaching tool that can enhance learning
3. The Biokit instructional tool has been found to be effective
tool for instruction and was suggested to incorporate
improvement in the following areas:
a. Durability and strength of the magnetic pieces of
chromosomes
b. Leaks and paint blots in the digestive system model once
fluid is introduced
c. Missing pieces of some materials
d. Disorganized magnetic boards
e. Some materials are confusing to use
f. Heavy box and a little difficult to open
4. The evaluation results of the BIOKIT manual guide and
acceptability as an instructional tool by experts and teachers,
respectively showed high degree of agreement by the
evaluators based on used statistics.

RECOMMENDATIONS

Based on the conclusions drawn, it is recommended that

the Biokit for mass production be improved.

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 169

1. Magnets must be strong enough to adhere to the board for

class presentations.
2. Beads making the chromosomes must be very much
secured to avoid loss of parts.
3. The use of oil-based paint for the digestive system to avoid
runoff of paint due to water leaks. At the same time, tubing
system must also be checked and improved to avoid
leakage.
4. Double check the manual guide to ensure congruency of
materials with the methods to be used.
5. Use of customized plastic boxes to lessen weight of the
Biokit box.

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